The discoveries of a writing intern. 3 college credits= Effort + 3(drafts) –Passive Voice Conferencing with Ms. Zenion
This equation is simple. Effort is vital. In Wrt. 104 this equation was the key to my success. I wasn’t a fabulous writer, but I have improved tremendously. My upcoming plans will involve sharing this with the students.
Ironically, I have learned another thing about planning. I learned that the lesson must correspond with the current knowledge of the students. Although that may sound simple, sometimes it is a matter of quick thinking.
Two seconds short of the bell, I saw Ms. Zenion enter her room. I went to her room right away. She looked at me and said school lunches. I stood there confused and said, “uh…that’s not in my plan book.” I began a quiet panic. Ms. Zenion was back and forth before the bell. She was on a mission. She went to the copy machine, her mailbox, the English department, and to fill her water bottle. She must have drank a Red Bull, because I swear she had wings. I did the only thing that seemed right. I kept her seat warm. The quick thinking may lead to circle readings or relocation to the beautiful cafeteria located in the center of Coventry High School.
That morning Ms. Zenion noticed a trend in the first round of papers. Before she passed them back she wanted to see what the students knew about a narrative. The student’s papers focused broad statements about reading and writing, rather than one particular event. However, that was not the assignment. The assignment was to recreate one event using vivid description and sensory details. Ms. Zenion read aloud a chapter from Bird by Bird titled “School Lunches” by Anne Lamott. Ms. Zenion stopped several times before the chapter was complete. Her interactions with the students left me smiling. She weaved in questions that relate to the text and also gets a sense of how the students felt. I am honored to intern a teacher with such a well-crafted style. The students responded to the questions with both positive and negative answers. Quite abruptly our neighbor ended this conversation. There was yelling and kung fu noises’ being shared through the green wall. That prompted our relocation to the cafeteria.
“For fifteen minutes, I want you to pick one particular thing you remember about school lunches. There needs to be descriptive detail to recreate the event. The focus is to stick to one topic. GO!” Ms. Zenion stated as the class filtered in the old cafeteria. Each student including Ms. Zenion and myself silently sat and wrote. When whispers were being shared table to table, the next instruction was given. Everyone needed to get with a partner and share their one free write topic. I walked around from group to group to ask what they wrote about. I received many single word topics, which was very good to hear.
The students would have to listen to constructive criticism from their peers. Though their first paper was handed in and graded, the students did not need to worry. With unlimited revisions it is rare their grade will remain the same. I distributed their graded work back, being sure I have no knowledge of the grades. The students also received a handout titled “What’s wrong here?” The student’s first reactions were “Who wrote these sentences. They make no sense.” This handout is complied of one sentence from each student’s paper. The sentences were ripped out of context and have no context clues. This activity shows the writing process in a fun and interactive way. Once groups were assembled. They used the Longman Handbook to find the sentences grammatical imperfections. One group at a time, it clicked. Four or five of the twenty sentences came from their papers. This activity is a good time. The students are challenged, and it brings out their inner word-nerd!
Each class that goes by, I begin to feel more comfortable. I am earning a more distinct role in the classroom. Sometimes I hesitate to ask Ms. Zenion questions, I am not sure why. Also, I have learned one thing since my last journal. That is not to call it a journal. The emotional luggage that word carries makes the readers feel uncomfortable. I decided to title them The discoveries of a writing intern. The title is still up for debate. The communication between Ms. Zenion and I is improving. I hope this internship will not harm our relationship, but provide a stronger foundation.
3 college credits= Effort + 3(drafts) –Passive Voice
Conferencing with Ms. Zenion
This equation is simple. Effort is vital. In Wrt. 104 this equation was the key to my success. I wasn’t a fabulous writer, but I have improved tremendously. My upcoming plans will involve sharing this with the students.
Ironically, I have learned another thing about planning. I learned that the lesson must correspond with the current knowledge of the students. Although that may sound simple, sometimes it is a matter of quick thinking.
Two seconds short of the bell, I saw Ms. Zenion enter her room. I went to her room right away. She looked at me and said school lunches. I stood there confused and said, “uh…that’s not in my plan book.” I began a quiet panic. Ms. Zenion was back and forth before the bell. She was on a mission. She went to the copy machine, her mailbox, the English department, and to fill her water bottle. She must have drank a Red Bull, because I swear she had wings. I did the only thing that seemed right. I kept her seat warm. The quick thinking may lead to circle readings or relocation to the beautiful cafeteria located in the center of Coventry High School.
That morning Ms. Zenion noticed a trend in the first round of papers. Before she passed them back she wanted to see what the students knew about a narrative. The student’s papers focused broad statements about reading and writing, rather than one particular event. However, that was not the assignment. The assignment was to recreate one event using vivid description and sensory details. Ms. Zenion read aloud a chapter from Bird by Bird titled “School Lunches” by Anne Lamott. Ms. Zenion stopped several times before the chapter was complete. Her interactions with the students left me smiling. She weaved in questions that relate to the text and also gets a sense of how the students felt. I am honored to intern a teacher with such a well-crafted style. The students responded to the questions with both positive and negative answers. Quite abruptly our neighbor ended this conversation. There was yelling and kung fu noises’ being shared through the green wall. That prompted our relocation to the cafeteria.
“For fifteen minutes, I want you to pick one particular thing you remember about school lunches. There needs to be descriptive detail to recreate the event. The focus is to stick to one topic. GO!” Ms. Zenion stated as the class filtered in the old cafeteria. Each student including Ms. Zenion and myself silently sat and wrote. When whispers were being shared table to table, the next instruction was given. Everyone needed to get with a partner and share their one free write topic. I walked around from group to group to ask what they wrote about. I received many single word topics, which was very good to hear.
The students would have to listen to constructive criticism from their peers. Though their first paper was handed in and graded, the students did not need to worry. With unlimited revisions it is rare their grade will remain the same. I distributed their graded work back, being sure I have no knowledge of the grades. The students also received a handout titled “What’s wrong here?” The student’s first reactions were “Who wrote these sentences. They make no sense.” This handout is complied of one sentence from each student’s paper. The sentences were ripped out of context and have no context clues. This activity shows the writing process in a fun and interactive way. Once groups were assembled. They used the Longman Handbook to find the sentences grammatical imperfections. One group at a time, it clicked. Four or five of the twenty sentences came from their papers. This activity is a good time. The students are challenged, and it brings out their inner word-nerd!
Each class that goes by, I begin to feel more comfortable. I am earning a more distinct role in the classroom. Sometimes I hesitate to ask Ms. Zenion questions, I am not sure why. Also, I have learned one thing since my last journal. That is not to call it a journal. The emotional luggage that word carries makes the readers feel uncomfortable. I decided to title them The discoveries of a writing intern. The title is still up for debate. The communication between Ms. Zenion and I is improving. I hope this internship will not harm our relationship, but provide a stronger foundation.